Archives: Articles/Briefs
Considering college students as “at-promise.”
This brief advocates for using a strengths-based “at-promise” approach to describe and support marginalized students in higher education, moving away from deficit-oriented “at-risk” terminology. It highlights the dual focus of recognizing students’ potential and institutional responsibility to remove barriers while fostering equitable and inclusive environments for success.
Moving toward institutional culture change in higher education: An exploration into cross-functional professional learning communities
This article explores the implementation of cross-functional professional learning communities (PLCs) involving faculty, staff and administrators at three different institutional types – research, urban regional, and rural regional universities – with the goal of learning about and then implementing a culture change approach to support academic and psychosocial success for historically marginalized student groups. The action research-based study explores the research question: Do cross-functional PLCs help support institution-wide culture change? And if so, how?
Creating a student-centered campus-wide culture that supports historically and currently marginalized students.
Guidance for educators seeking to build validating relationships that promote college success for low-income students.
An ecological approach to creating validating support for low-income, racially minoritized, and first-generation college students.
Rethinking traditional approaches to major and career development: The major and career ecology model.
The article addresses challenges in higher education—such as rising costs, student debt, and concerns about career readiness—and their impact on perceptions of a college degree’s value and relevance. It presents the Major and Career Ecology Model as a novel approach that re-imagines how academic programs, career development activities, and student supports are implemented to better prepare students for their future careers.
The relationship between low-income college students’ time use and well-being: A mixed methods exploration.
The article examines how first-year, low-income students allocate their time and the subsequent effects on their well-being. Using a mixed-methods approach, the study finds that structured routines and meaningful reflection positively influence well-being, while academic and work commitments, especially among first-generation students, can detract from it.
Exploring compassion fatigue and community care in student affairs.
This study examines how working in student affairs programs serving at-promise students can contribute to compassion fatigue among staff. It highlights how a supportive culture of care and mentorship within the program helps buffer staff from stress, despite challenges related to workload, institutional positioning, and high staff turnover.